career and college readiness it’s our job.. leadership academy 2013 dale ellis

Career and College Readiness

It’s OUR Job.

Leadership Academy 2013DALE ELLIS

Moving towards High Expectations

“High expectations are the key to everything.”

- Sam Walton

Why do you think this is true?

And then….

“I don’t have high expectations anymore. Maybe they’ve just been beaten out of me.”

-Actress Elisabeth Shue

Why do you think this is true? How does that happen?

What it Means to Us

Without an education, where can our kids go?

With only a high school education, where can they go?

Why is college important?

Why is career ready equally as important?

We ALL own K-12 education for OUR students

We ALL own OUR achievement gaps

We ALL own poor performance in OUR ____ grade

We ALL own poor performance on OUR ACT scores

Do your faculties truly believe these statements?

A 10,000 Foot View of Our Schools

We have “bless your heart” schools.

That is not necessarily a bad thing. It shows compassion.

It’s ok to pat our kids on the back, but let’s push them while our hand is back there too!

We don’t want to love them into stupidity and mediocrity.

Our Model

What’s working?

What’s not?

Are IFs involved and active in classrooms?

Are IFs providing district and school mandated staff development?

Are we doing CWTs consistently and using data to improve instruction?

Are we carrying out the model with high fidelity?

Or, are parts of it failing because we have low expectations for staff and students?

The Victim Mentality

Educators have a victim mentality, especially right now.

I agree that this feeling is not totally misplaced.

But, we can not make victims of our children because of what is happening in Raleigh.

We can not make victims of our children because WE don’t think they can do the work to be exceptional.

The adults are victimizing kids when we set low expectations!

http://www.youtube.com/watch?v=lWXwziQEa8w



The Apple Advantage – Disruptive Innovation

"Innovation has nothing to do with how many R&D dollars you have. When Apple came up with the Mac, IBM was spending at least 100 times more on R&D. It's not about money. It's about the people you have, how you're led, and how much you get it.“ – Steve Jobs

Can your people do the work that is needed?

Can you lead them in accomplishing this work?

Do they get “it”?

Apple - Continued

"My job is not to be easy on people. My job is to make them better.“ – Steve Jobs

A real-world high expectations example.

No More Status Quo

Happy Students

From that, to this…

What happens to kids from kindergarten to that time they start not liking school?

We do.

The Change We Need

The change we need starts with setting high expectations.

It starts with all of us being engaged and serious about this process.

I’m sure glad the hole isn’t in our end.

The Problem with Market Leaders

Market leaders are the last to transform.

They do not keep up, pay attention, and realize there is a problem until it is often too late.

“The secret of change is to focus all of your energy, not on fighting the old,

but on building the new.”

- Socrates

Rita Pierson

Part of You Video

“You say it long enough, it starts to be a part of

you.”

http://www.givemore.com/blog/part-of-you/?utm_source=emd-k12&utm_medium=email&utm_content=text_7-minute-TED-talk&utm_campaign=remembering-rita

http://www.givemore.com/blog/part-of-you/?utm_source=emd-k12&utm_medium=email&utm_content=text_7-minute-TED-talk&utm_campaign=remembering-rita

Summary

Let’s build those relationships and set high expectations for ALL students.

Let’s do the work with high fidelity so THEY can accomplish amazing results.

Growth is great, but we are better than below the state average!

Every kid deserves a champion!

Questions, comments, concerns?

Common Core Minute8 MATHEMATICAL PRACTICES

The Task

1. In 1 minute, recall as many of the 8 mathematical practices as possible. Record your thoughts on the notecard provided.

2. Compare your list to the one provided.3. The person with the highest number of correct responses

wins! It’s that simple.

4. GO!

Standards forMathematical Practice

1. Make sense of complex problems and persevere in solving them.

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.(CCSS, 2010)

Assessment

In the novel, what motivated Sarah’sbehavior? Support your claim with evidence from the text.

Functional Categories – The BasicsHome Base tools are designed to help you manage information and improve instruction.

Student Information and Learner

Profile

Educator Effectiveness:

Evaluation and Professional Development

Instructional Design, Practice

& Resources

Data Analysis and

Reporting

Information Instruction

Major Functions•Attendance•Scheduling•Grading•Transcripts•Parent, Student and Educator Portals

Highlights

Portals so students, parents and educators can access information

Data validation tools to make managing student information easier and improve data quality

Security to make sure only the right people can access data

Major Functions• Find high-quality

resources based on standards or search criteria

• Contribute to a shared repository of North Carolina-made resources

Highlights

Major Functions• Develop aligned

assessments for formative, interim or summative purposes

• Deliver assessments

Highlights

Major Functions•Compile and analyze data•Share progress with students and colleagues•Analyze data to take informed action

Highlights

Integrate with assessment tools and student information to deliver data on student progress to teachers, parents and students in an easy-to-understand, actionable way

Easy access to your data and a direct, fast way to pull it

Major Functions•Record and organize NC Educator Evaluation System observation and evaluation data (replacing the current online tool)•Select resources aligned to meet professional development needs

Highlights

Professional Development resources aligned to the North Carolina Educator Evaluation Rubric

Learning Management System

Tools for Teaching

Built to help educators teach, organize, communicate and collaborate online with their students

Vetted and standards-aligned resources

Classroom & Interim

Summative

A rich bank of items to build your own rigorous, standards-aligned assessments

Delivery of summative assessments online including computer adaptive testing

AssessmentStudent

Information and Learner

Profile

Instructional Design, Practice

& Resources

Data Analysis and

Reporting

Information

a simpler, better information system to replace NC WISE

Integrated Instructional Solution

a new standards-aligned tool for instruction (e.g. lesson plans, unit plans),

assessment and data analysis

Effectiveness

a simpler, better online evaluation system and new professional development system

Information Instruction

Educator Effectiveness:

Evaluation and Professional Development

Test NavSummativeAssessment

OpenClassCollaboration

SchoolnetInstructional Tools andAssessment

PowerSchoolStudent Information

TruenorthlogicEvaluation and PD

Products being integrated to create Home Base

OpenClassCollaboration

SchoolnetInstructional Tools andAssessment

PowerSchoolStudentInformation

Core Instructional Improvement SystemTest Nav

SummativeAssessment

TruenorthlogicEducator Evaluation

R

R

= Required

R

R

UserPorta

l

Content in SystemTools for Teaching • Assessment Creation

TruenorthlogicProfessionalDevelopment

via PowerSchool

Initial Content• Math, ELA, Science and Social Studies Assessment

Items for Benchmarking and Classroom Assessment

• Instructional Content (e.g. lesson plans and unit plans) housed in the NC Learning Object Repository

During the 2013-2014 kick-off year, districts will be able to use the optional functions of Home Base at their own discretion.

By March of 2014, districts will be able to choose to cost-share for the optional tools in Home Base in 2014-15 at $4 per student.

Time Line

July/August 2013

PowerSchoolStudentInformation

RSchoolnetInstructional Tools andAssessment


R

Content in SystemTools for Teaching • Assessment Creation

October 2013 Teacher only

OpenClassCollaboration+


Principals

March 2014

TruenorthlogicProfessionalDevelopment

2014-2015

Test NavSummativeAssessment

R

Training and Support

PowerSchool Training is well under way

Classroom Instruction and Assessment: Schoolnet Training•Training for districts this summer (June 20 – July 3, 2013)•Ongoing technical training and support webinars starting in July/August. •Certification training for districts that opt-in spring of 2014•Planning in development for technical support, logistics and implementation support

Start Learning Now!• PowerSource is available to you at

https://powersource.pearsonschoolsystems.com/home/main.action

• Online learning modules and videos that will help educators learn to use the tools in Home Base.

• Request your log-in (ask your LEA PowerSchool contact lead or your NC WISE Coordinator)

Training and Support

Educator Effectiveness: Truenorthlogic Evaluation Training

•Educator Effectiveness Training for the Teacher Evaluation that will take place from June 20 - July 3

•Ongoing Technical Training and Support Webinars starting in July/August

•Principal Evaluation Training in September 2013 and Professional Development Tool Training in February 2014

Home Base Website and Updates

Home Base website is http://www.ncpublicschools.org/homebase/To sign up for Home Base Biweekly Newsletter, please email [email protected] as ask to be placed on the newsletter listserv.We will continue to email the biweekly updates, but you can also find them archived on the Home Base website at http://www.ncpublicschools.org/homebase/updates/

http://www.ncpublicschools.org/homebase/

mailto:[email protected]

http://www.ncpublicschools.org/homebase/updates/

North CarolinaEducator Effectiveness SystemTraining Script

Welcome & Goals• Home Base Overview

• Training process

• Evaluator Assignments

• Professional Development Plan

• Teacher Evaluation

• Reporting

Training Process: Overall• Regional Train the trainer

(representatives from all districts)

• Districts – Train district administrators and teachers

• The method I use to train today is a good way to show your staff.

• Wade and Phillip will be glad to help with that process.

Training Process: Today• Each participant will be working with a

partner today. Select someone in the room (in your district if possible) to be your Buddy and sit next to that person.

• Each team will be assigned two logins:

• One Evaluator login

• One Teacher login

• Each person will perform tasks of one role (evaluator or teacher)

Let’s Begin

Training URL: https://ncdpitrain.truenorthlogic.com/ia/ adminLogin.jsp

• Sheet at seat provides your user name and log in (teacher or principal)

• Password: ncdpi2013

https://ncdpitrain.truenorthlogic.com/ia/adminLogin.jsp



Portal Overview

Evaluation Process

There are Four Plans – Every teacher will be assigned two plans

1. PDP – For all teachers

2. Evaluation: One of the following:

a) Probationary Evaluation

b) Career Full Evaluation

c) Career Abbreviated Evaluation

My Staff Overview

Assigned Roles

School Staff

Teacher Plan Type Assignment

C

PDP Assignment

Administrative RightsAssigning Observers & Evaluators


Will default to school (likely no need to

adjust)

Prob, Career, Abbrev., PDP

All or individual names

Evaluator, Observer, View Only

What displays after clicking Add

PDP Process (Teacher)

Self Assessment (Teacher)

C

Start, Share, Finalize, Complete, Send

Edit

• Start updating a form.

Save

• When started, but not complete. In progress.

Share

• Publishes assessment to others.• Default is Not Share. Cannot change after Marking Complete

Finalize

• When finished editing and no further changes are expected.• Cannot change/update rubric after clicking.

Mark

Complet

e

• Flags Step as Complete.

Send

• Forward work to another (teacher or evaluator) for action.

7.18.2013 Version

PDP Details (Teacher)

C

Evaluator Signature

C

Mentor Signature

Teacher Signature

C

PDP Mid-Year Review

PDP End of Year Review

PDP Record of Activities

Evaluations

Training & Orientation

C

Observation #1: Overview

Pre-Observation Conference

C

Pre-Observation Conference –

Teacher Signature

Formal Observation: Start

C

Formal Observation: Date/Time

Formal Observation: Ratings

Post Observation Conference

Post Observation Conference – Teacher Signature

Written Response

Written Response Acknowledgement

Summary Evaluation

C

Summary Evaluation

Record of Teacher Evaluation Activities: Observation Scoring Summary

Administration Tab – Site Admin

Targeted Announcements

Targeted Announcements cont.

Reports Tab

C

Common Core Minute & Break TimeThe Standards Quiz

The Task

1. In 3 minutes, answer the 5 questions on the next slide.

2. Anyone with a perfect score gets a prize!

3. GO!

CCSS Quiz

True or False 1- ELA Standards for grades 6-12 only

apply to English teachers. 2- Common Core standards prepare

students to take Algebra I in 8th grade. 3- At least 50% of reading material

should be non-fiction. 4- Common Core standards are primarily

written based on Revised Blooms Taxonomy

5- Text complexity is measured on 3 parts: Qualitative, Quantitative, and Reader and Task Consideration

Do You Believe

Do You Believe

"It is About The Kids“

Two consecutive years of bad teaching could destroy a child for life

Is the ideal student one who can sit still for long periods of time, quietly working by himself on irrelevant ditto sheets?

Is it the Environment?

Are schools designed for ‘Leave it to Beaver’ children or ‘Bebe’s Kids?’

Would you teach differently if your child were in your classroom? Why?

Do we have bad children or poor classroom management?

How does home life affect the Student?

The reality is 50% of African American children live below the poverty line.

In 66% of African American households, the father is not present. (Latest 2013 numbers are 75%).

There is only so much homework assistance one parent can provide to several children.

Negative peer pressure discourages almost all African American youth from participating in advance placement, honors, and gifted and talented classes unless getting on the honor roll is easy and doesn’t require additional study time.

Can we afford to have a one size fits all?

Homework is one way that schools demonstrate middle-class values.

Middle class teachers expect that all homes will have what they have in their homes (encyclopedias, atlas, globes, internet, etc)

There are horror stories of children receiving extra credit because their reports were typed and included color graphics…does not evaluate learning but rather household’s assets.

Conflict resolution styles differ between the cultures. Middle class teachers expect students to tell when someone has committed a violation. Black parents believe in “an eye for an eye.” Street code is retaliation, not snitching. Teachers have to earn their trust.

How can we Overcome Obstacles?

Ninety-three percent of the American teaching staff is white.

The most important factor impacting the academic achievement of African American children is not the race or gender of the teachers but the teacher’s expectations.

Many white teachers grew up in rural areas or lived their entire lives in white neighborhoods, attended a white university, worshipped in a white church and shopped in white grocery stores.

No quick fixes for white teachers who educate African American children: 1-change of attitude 2-read about the African Am. Culture 3- walk through the community

Master Teaching Does Impact Scores!

Characteristic of a Master Teacher-the expectations of students is set at high achieving

Teach on your feet, not seat Listen and observe-they will teach you Student has not learned-teacher has not taught No significant relationship-no significant

learning Mediocre teacher tells, good explains, superior

demonstrates, great inspires Master teachers set high expectations,

more minutes on instruction, have location for supplies

Master teachers aware first and last 5 minutes of class most important

Culture goes more than Skin Deep!

Culture more than food, music, etc Many African American children bored Can you answer “Why do I have to learn this?” Master teachers use African American problems to show how they

can use their skills to address them What society labels “achievement test” better described as

“exposure test”. African Am. Children below the poverty line do not take summer trips to England, visit museums, etc. suffer from this middle class hegemony.

Hidden rules of poverty-high noise level, TV always on, everyone talking at once, non-verbal information and the need to entertain

Left brain thinkers perform better in quiet environment, right brain perform better with multiple stimuli/noise

Most teachers geared only for analytic learners (left brain) In black culture, audience is actively involved with

musicians or speakers Black and Latino males labeled remedial, scored higher on test

when read questions

Re-designing our Delivery Methods

Effective teachers of African American students must convince the student there is a ‘payoff’ in education

Black children have the desire to do things together/buddy system

Competition=failing grades, cooperation builds confidence, self-esteem

Competition only motivating for those with skill and ability to succeed, grades motivating for those able to achieve good grades

Failing students usually mean disciplinary problems

Stop the Blame Game

Ineffective teachers blame parents School expects parents to be assistant teachers, African

American students scores decline after 4th grade/homework increases

Need staff who dispense discipline fairly African American children join gangs because they have not

received protection from adults Inconsistency in discipline in many African American homes, slap

the child one minute, hug the next…’never amount to anything’ to a compliment-discipline is confined to one moment

Children have selective respect for discipline The questioning communication style vs. directives in African

American homes African American children lead country with 30 hours per week

of TV Many white kindergarten children come in with over 1000 hours

in literacy- some African American with less than 25 hours involvement with books

Lunch

You’ve been served.

Differentiated Instruction: Bare Bones

Differentiated Instruction Defined

“Differentiated instruction is a

teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning

preferences, and interests.”Carol Ann Tomlinson

Learning Modalities INSERT Strategy

Mark each row with one of the three symbols at the bottom of page 1, as each phrase in the row describes you.

Add up your totals of “! That’s Me” for each column (Auditory, Kinesthetic/Tactile, Visual).

Which is your primary learning modality? Turn to a “shoulder partner” and tell each other about

your primary learning/reading style. Which style do most of your students seem to be? How can we use this in our classrooms?

Differentiation starts with understanding your learner!

“Teaching Beyond the Book”Jigsaw

Five groups:

#1s – Intro and Principle 1

#2s - Intro and Principle 2

#3s – Principle 3

#4s – Principle 4

#5s – Intro and Principle 5 First, read silently individually. Use the INSERT strategy to focus on the main idea

and supporting ideas.

“Teaching Beyond the Book”Jigsaw

In your “Expert Groups”: Reach agreement with a small group what the main

ideas and supporting ideas were for your part of the reading.

Decide the MVP (Most Valuable Point.)

with your colleagues.

Teachers Can Differentiate

According to Students’

Content Process Product

Readiness InterestLearning

Profile

Low Prep Differentation Choices of books Hole-to-part and

part-to-whole explanations

Homework options Reading buddies Varied journal

prompts Work alone/together Flexible seating

Varying scaffolding on the same organizer

Computer mentors Think-Pair-Share by

readiness, interest, learning profiles

Mini-workshops to reteach or extend skills

Jigsaw Games to practice

mastery of info/skills Multiple levels of

questions

High-Prep Differentiation Tiered activities and

labs Tiered products Independent studies Multiple texts Alternative

assessments Learning contracts Multiple intelligence

options Varying organizers Tape-recorded/

Podcast information

Interest groups Tiered learning

centers Stations Literature Circles Teams, Games, and

Tournaments (TGT) Choice Boards Think-Tac-Toe Simulations Student-centered

writing formats Spelling by readiness

Entrée (Select One)• Draw a picture that shows what happens during photosynthesis.• Write two paragraphs about what happens during photosynthesis.• Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares)• Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) • Define respiration, in writing.• Compare photosynthesis to respiration using a Venn

Diagram.• Write a journal entry from the point of view of a green

plant.• With a partner, create and perform a skit that shows the

differences between photosynthesis and respiration.

Dessert (Optional)• Create a test to assess the teacher’s knowledge of

photosynthesis.

CUBING1. Describe it: Look at the subject

closely (perhaps with your senses as well as your mind)

2. Compare it: What is it similar to? What is it different from?

3. Associate it: What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings?

4. Analyze it: Tell how it is made? What are its traits and attributes?

5. Apply it: Tell what you can do with it. How can it be used?

6. Argue for it or against it: Take a stand.

Or you can . . .•Rearrange it•Illustrate it•Question it•Satirize it•Evaluate it•Connect it•Cartoon it•Change it •Solve it

Theme Describe the theme

of your poem in a paragraph. Check for

topic sentence,supporting details

and conclusion

Figurative Language Using a graphic

organizer, list all thesimiles and metaphors

in your poem. If you need help finding

metaphors, consult With your group members

Line Describe the way

the lines are arranged

Rhyme Figure out the rhymescheme of the poem.

Be prepared toteach it to the

class.

Setting Illustrate the setting ofyour poem. Use color (markers, pencils) andgive your picture a titlethat is connected to the poem but not the

title of the poem

Speaker Describe the speaker

of this poem. Beprepared to share

orally.

Think Tac ToeAncient Civilizations – Grade 6

As an ancient mapmaker, you are commissioned to create a map of your land including all natural land forms, a compass rose and a scale. Also find examples of each land form in a modern civilization.

Imagine that you are an ancient citizen who awakens to discover that all water has evaporated. Explain in detail how this would alter your way of life. Also, do this for the town where you live.

Assume you are persuading others to visit your ancient civilization. Design a descriptive, accurate travel brochure. Include both natural and man-made elements that would attract tourists.

You are an ancient scribe. Write and illustrate a thorough description of a famous character from each time period being studied. Profile yourself also.

Assume the identity of a famous person from the given time period. Create a journal entry reflecting the ideas, values, and components of daily life for that person & you.

You are a famous sculptor. Create a 3D representation of a well-known leader, god, goddess, or common citizen. Include a museum exhibit card.

Written language is an essential part of everyday life. Your task is to create an alphabet. Include a translation into modern English, a written description of the language development a & a 3D artifact of the new language.

Recreate in 3D form a famous work of architecture from your time period. Compare and contrast this piece to one piece of modern day architecture. Find one example of this architecture’s presence in modern day society.

Find a way to explain and show the importance of music and the arts to your culture. Also show at least 2 examples with roots in our time.

CO

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SIM

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PE

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Charles Kyle & Kathy Reed * Illinois

WRITING B I N G O

Recipe

Thank you note

Letter to the editor

Movie, theater, or concert

review

Rules for a game

Invitation

E-mail request for information

Letter to a relative or friend

Short story

Skit or scene

Interview

Newspaper article

FREE:Your Choice:

Advertisement

Public service message

Cartoon strip or movie story

board

Poem

Greeting card

Text message to a friend

Proposal to improve

something

Journal entries

Design for a Web page

Bookmark

Book jacket

Book review

Float or Sink

Directions:

1- Gather in 3 heterogeneous teams.

2- In your team, determine if the strategy floats or sinks your boat.

3- Each team will earn 1 point for each correct answer.

4- The team with the most points wins!

Good Luck!

Float or Sink

Assessment is most common at the end of learning to see “who got it?”

Float or Sink

The teacher provides whole-class standards for grading

Float or Sink

Multi-option assignments are frequently used

Float or Sink

Excellence is defined in large measure by individual growth from a starting point

Float or Sink

Assessment is ongoing and diagnostic to understand how to make instruction more responsive

Float or Sink

Mastery of facts and skills out-of-context are the focus of learning

Float or Sink

Providing assignments tailored for student of different levels of achievement

Float or Sink

Activities that all students will be able to do

Float or Sink

Creating more work or extra credit to do when done

Float or Sink

Putting students in situations where they do not know the answer often

Float or Sink

All students in the class complete the same work for a unit/chapter

Float or Sink

Assignments tailored for students of different levels

Teachers Can Differentiate

According to Students’

Content Process Product

Readiness InterestLearning

Profile

112

Different work, not simply more or less work

Focus On What is Essential

Introduction

Choosing just a few well known, straightforward actions in every subject area can make dramatic improvements, some believe it could eliminate the achievement gap within a few years.

Essentials are: reasonably coherent curriculum (what we teach), sound lessons (how we teach) and authentic literacy, more purposeful reading and writing.

The price for this swift improvement is steep: most schools would have to stop doing the things they do now in the name of school improvement. They would have to focus only on ‘what is essential’, have to ‘ignore the rest’ (fads, programs and innovations that prevent ensuring every student receives quality education).

The Importance of Simplicity, Clarity and Priority

Such ‘guaranteed and viable curriculum’ (Marzano 2003) may be the most significant school factor to affect learning.

How we teach-to ensure that all students are learning each segment before moving on is of greatest importance.

‘Authentic literacy’ means purposeful and argumentative reading, writing and talking.

Believe it or not, these 3 elements if well-executed would have more impact that all other initiatives combined.

Doctors (like coaches) aren’t cognizant that simple, well-know procedures are directly linked to results- the solution is simple, not complex.

What an average child learns in the same course and same school varies from teacher to teacher.

Despite the importance of reading and writing to general learning, students rarely engage in authentic reading and writing.

Highest priorities should be purposeful reading, writing and talking.

For English teachers, priorities include expectation that students would write and revise 2-3 substantive papers per grading period.

What We Teach Four intellectual standards:

Read to infer/interpret/draw conclusions Support arguments w/evidence Resolve conflicting view encountered in

source documents Solve complex problems with no obvious

answer Our standards never describe the most vital

factors in education: clear, minimal guidelines for how much reading and writing students should do in subject areas

Reflective Reading

Analytic reading of common texts, monthly formal writing assignments, daily Socratic discussions where students argue, resolve conflicting viewpoints and draw their own conclusions

Typical assignment would be built around a question as: “In One Flew Over The Cuckoo’s Nest, does McMurphy liberate or further imprison his fellow inmates?”

In all but special case of LA, eliminate all or most of the verbs while paying greater attention to nouns and topics.

Could use criteria such as: Endurance Leverage Readiness for the Next Level

How We Teach

The single most important determinant of success for students is the knowledge and skills of the teacher.

The essential parts of a good lesson include a clear learning objective, teaching and modeling, guided practice, checks for understanding/formative assessment and independent practice/assessment. (Principal video here)

Clear Learning Objectives: Learning objective should be a topic , skill or concept from the agreed upon curriculum.

Teaching/modeling/demonstrating: these are often variations on lecture or direct teaching.

How We Teach Guided Practice: throughout the lesson, teacher

must allow students to practice or apply what has been taught or modeled.

Checks for Understanding/Formative assessment: as students practice and between each step of the lesson, the teacher should conduct ‘formative assessment’ by checking to see how many students have mastered that step. This allows the teacher to see what needs to be clarified or explained differently.

Common forms for checking for understanding: circulating, observing and listening, calling on a sampling of students or pairs randomly between each step (not on students who raise their hands), having students signal their understanding: thumbs up/thumbs down; red, green or yellow popsicle sticks, having students hold up dry erase boards w/answers.

Assessing the Readiness

You must access the readiness of all students in a fluid and informal manner every 2-10 minutes!!!!

THE CONSEQUENCES OF TYPICAL, POORLY BUILT LESSONS

A dead giveaway is that whenever the teacher asks a question, he/she then ‘calls on those students who raise their hands’ while the majority of students sit quietly or look around the room. The fundamental elements of teaching, modeling, guided practice, and checking for understanding are never reinforced.


Madeline Hunter: helped formalize the basic moves of an effective lesson and coined many useful terms that we still use. She advocated that lessons begin with crystal clarity about what students are to learn from that lesson. Then the lesson should always begin with an ‘anticipatory set’ – some attempt to create interest or curiosity in the topic by providing background or asking provocative questions, followed by direct teaching and modeling in small steps. Between each brief step the effective teacher implements two hugely effective techniques reciprocally: guided practice and checking for understanding. This must occur multiple times during the lesson until the greatest number of students have learned the material.


Douglas Fisher and Nancy Frey: They also emphasize that students must have plenty of opportunity to work in pairs (and groups), which is an effective way to promote understanding and keep boredom at bay. An effective lesson pivots on our use of formative assessment-checking for understanding. Knowing that 6 or 7 students understand is not the same as knowing 32 do.

Marilyn Burns: She also encourages such methods to ensure a ‘gradual release to independent work’ as students demonstrate mastery. Effective lessons include frequent opportunities for ‘think-pair-share’ in which students ‘explain their math knowledge verbally’ as the teacher notes their level of understanding.

Doing Things Better Lessons that include effective use of formative

assessment and checks for understanding. Would have 20-30 times as much positive impact

on learning than the most popular current initiatives.

Are about 10 times as cost-effective as reducing class size.

Would add between 6 and 9 months of additional learning growth per year.

Account for as much as 400% ‘speed of learning differences’.

Effective teaching could eliminate the achievement gap in about 5 years.

The highest-performance teachers ensure that a student learns twice as much material in the same amount of time as their peers.

Doing Things Better

The next few activities are in small, ordered steps. These ‘periodic thinking reviews’ give students the chance to process their learning by ‘drawing conclusions and making inferences’.

Every few minutes let the students process the new learning by: 1) reviewing their notes 2) summarizing their learning 3) pairing up to compare or contrast notes, perceptions and connections.

Failure to give these opportunities is what makes most lectures boring and ineffective.

Stopping points allow for formatively monitoring and accessing learning…continually checking for student understanding.

The age-old template is: 1) close reading/understanding and annotation of text 2) discussion of text 3) writing about the text informed by close reading, discussion or annotation.

Students stay busy talking-making inferences, arguing and weighing the merits of conflicting viewpoints.

Doing Things Better Before reading text be sure to teach any vocabulary that

could impede understanding To create interest in the text, share some background about

the topic, read interesting selection Science: compare and contrast functions of digestive or

respiratory systems; meiosis and mitosis; arguments for wind vs. solar energy

English: make inferences about a character or his/her development, such as Jack in ‘Jack and the Beanstalk’

Social Studies: make arguments for why you would prefer life as a Mayan or an Aztec, or US or Canadian citizen

Doing Things Better

Math: argue for which solution to a problem is most complete and accurate

Art/Music: compare and contrast or argue the merits of one artist or musician over another

Assessments can be done by: a review of students notes or annotations actual writing participation in a discussion-quick check all three of the above over the course of a

multiday lesson or unit

Doing Things Better We need to show students how we would read the

text and what we would underline or annotate as we ‘think aloud’.

Circulate as students underline, annotate or take notes.

Ask students to quick-write while you circulate. Set time limits for readings, discussions and writings-

keeps them focused. Show them how adults often slow down or reread to

understand certain important or dense sections of text.

The close reading, annotating and quick-writes build students’ confidence and ability to participate with confidence and skill.

An ASCD survey shows that 83% of students said that ‘discussion and debate’ was a method that would ‘excite them most’.

English Language Arts Made Simple

Literature is an opportunity to weigh our own values and emotional resonance against those of the author and characters they create.

A good source of readable current events is ‘The Week’, can be read by upper elementary as well as high school students.

To become educated we must primarily read, talk,and write our way towards understanding.

Classrooms that work: the highest performing teachers never waste a minute of class time, no arts and crafts during the reading block…always on task.

New words always being learned and recited…written multiple times, every day, posted on ‘word walls’.


Virtually any student can learn the mechanics of reading to decode grade-level text in about 100 days.

Students aren’t truly mature readers until they can read and recognize about 50,000 words.

Two things that matter most when we read fiction or nonfiction: *what inferences and conclusions can we draw about the people in these books based on their words, behavior, and interaction? *do we agree or disagree with the author’s message and its implications for our own lives or for the people or culture it describes?

Typical language arts standards rob us of what should be our true priorities: large amounts of meaningful reading, discussion and writing. Between 50 and 70% of class time should be spent in the simple, productive activities.


In general for every English course you should recommend that teams establish standards that approximate the following.

about 15-20 books and plays, depending on length multiple poems and short stories ( 5-10 of each) 20-40 newspaper/magazine/online articles These should be divided sensibly among: fiction about

40%. Nonfiction about 40-50%, of which 25-40% can be self-

selected Think-pair-share on how non-LA subjects can support

this goal? Share one idea per table.


Discussion is a critical companion to reading. Recommend that students participate in at least 3 discussions per week.

Schools should establish clear, quantitative agreements about the minimum number of writing assignments all students will complete in the same course.

An essay is the best all-in-one assessment of students’ abilities to both read and write effectively.

The fact is that students don’t learn about the craft of writing primarily from our comments on their papers, majority of what they learn comes from carefully crafted lessons built around exemplars and rubrics.

o For every assignment that starts with reading we should: Teach vocabulary, establish purpose for reading, teach and model how to annotate/underline/take notes, Discuss the work, Write about the work after reviewing, Use students and professional exemplars as teaching tools, Write a short essay or persuasive paper for each book.


Social Studies with Reading and Writing at the Core Literacy is the key to effective social studies

instruction. Good curriculum should approximate the following:

essential topics and standards to be taught selected textbook pages (not the whole book or all of

every chapter) about 35 or more supplementary or primary source

documents some prepared interactive lectures for each unit to

supplement textbook

Social Studies with Reading and Writing at the Core

Students will enjoy tasks if they are encouraged to write and respond as experts.

Teach students not to turn in papers until they and a peer can attest that they have evaluated it against the exemplar.

Students produce better work when we provide full-blown lessons for each phase.

Social Studies with Reading and Writing at the CoreEffective interactive lecture in social studies requires that

we do: Most educators say we should model how to read, talk

and write ‘argumentatively and analytically’ at least 2 times per, every week at every grade level. This is how students learn to think.

Begin the lecture by providing essential background knowledge and a task, usually in the form of a question.

Ensure that the lecture stays focused on the task.

Ensure that students are on task and learning, by circulating, observing and listening as students take notes and pair up to process.

Avoid talking for more than 5 to 7 minutes without giving students an opportunity to connect learning to the question.

Ensure in discussion that all students respond multiple times

Re-teach or clarify whenever a check for understanding indicates students have not mastered the material.

Social Studies with Reading and Writing at the Core

Redefining Inquiry in Science

Inquiry science occurs when students use reading, writing, and oral language to address questions about science content.Essential ingredients for the majority of effective science curriculums are: Close reading of selected portions of science textbooks Regular reading and discussion of current science articles Writing-from short to longer more formal pieces Reasonable number of carefully designed science labs and

experiments that reinforce the content What matters most in science learning: opportunities for

repeated reading, discussion, and writing about essential science content. These are the core of authentic, ‘inquiry based’ science and vital to critical thinking and reasoning.


Task, text, and talk in science: students need frequent opportunities to read science-related texts and perform oral and written tasks.

Good science labs, richly connected to science content, are essential. The popular notion is that science is optimally learned through activities.

The best science lesson observed was a Socratic discussion in a high school chemistry class where the day before the class had learned the molecular explanation for why water changes forms under different conditions; they were asked about condensation, fog, and evaporation.

When we provide brief, meaningful background information, (SIOP) we ensure that far more students will understand the text, far more will read with motivation and will retain more as a result.

Readings are interwoven with explanations by teachers and opportunities to discuss questions related to the reading. Student read for 20 minutes or so, as they ‘write’ in response to text-related questions. Whole-class review is a crucial step: ( having students review their writings and annotations)


Redefining Inquiry in ScienceInteractive lecture steps:

Begin by providing essential background knowledge or some essential questions.

Stay closely focused on the question. Ensure that students are engaged and on task, by circulating,

observing, and listening as students take notes and pair up to process each chunk of lecture.

Avoid talking for more than 7 minutes without giving students an opportunity to connect learning to their essential question or task and review notes.

Ensure in discussions, that all students respond multiple times during the lecture.

Re-teach or clarify when checks for understanding indicate students have not mastered the material.


Explain and illustrate cellular structures and functions based on reading and lecture notes, with original or personal observations, insights and connections.

Explain and illustrate essential similarities and differences between plant and animal cells.

Read 2 opposing arguments on a past or present issue or problem related to cells/cell research. Take a position on the issue and refer to what you learned in this unit on cells.

Newsweek has real merits for secondary students. ProCon.org is an excellent, free source for teachers, especially

science teachers. They can find materials arguing both sides of issues like: Alternative energy vs. fossil fuels, Are cell phones safe?, Is nuclear power practical?

Redefining Inquiry in Science “The Week”contains excellent science and health articles one

page or shorter. An interesting article from the 5/5/09 issue talked about: The myth of the multitasker, The academic benefits of chewing gum and How Facebook use may adversely affect students’ grades.

Most of the pieces reflect the interesting and recurring issue of ‘cause vs. correlation’ which students enjoy debating.

Start every weekly lesson carefully reading the first paragraph or two out loud, stopping to reread and even dramatize when beneficial; saying things like ‘This gets my attention. Does it get yours?

To have all students learn science, we must repeatedly model, encourage, remind, and reinforce the simple operations of thoughtful reading every year in all science classes and follow up with opportunities for guided practice.

Making Math Meaningful

Close reading of math textbooks is undervalued. This could give students regular opportunities to practice and hone their ‘technical reading’ ability from texts that include procedures, directions, and instructional manuals.

Writing teaches us to express ourselves. K-12 students need extensive practice ‘expressing verbally’ the quantitative meanings of both problems and solutions.

Give students regular opportunities to explain why one answer or approach to a math problem is superior to another. A simple prompt could be: I think the answer is _________. / I think that because __________. / I figured this out by ________.

Questions?

State Updates: Dr. Ellis

Accountability: Dr. Legrand

School-level Test Coordinators

School Counselors-Section 8.35, Article 21 of Chapter 115C MCS’ Response Plan for Testing

1. Notify principals of school counselor updated duties.

2. Provide a copy of the school-level test coordinators roles and responsibilities to principals.

3. Complete a TC identification form for each school.

4. Conduct an orientation for school-level testing coordinators.

5. Adhere to the NCDPI testing guidelines and work collaboratively with schools to implement an effective and efficient assessment process .

Testing Calendar

Maximize Instructional Time-Section 9.2, Article 21 of 115C Assessments must be administered in the last 10

instructional days for year-long courses and within the final five instructional days of the semester for semester courses

Flexibility based on IEPs, 504 plans, national and international exams

Alternate assessments, make-ups, CTE Postassessments information is forthcoming…

Testing Exceptions Medical Emergencies and/or Conditions Dr. Ellis must support the request and submit a

written request to the NCDPI. Fall Deadline- November 25th*

Spring Deadlines- February 3rd , May 5th and June 16th*

* End of testing window

The Career and Technical Education division processes all medical requests for CTE Postassessments. 919-807-3818 (P)

919-807-3899 (F)

Accountability Documents

Accountability Memo

DRAFT Calendar

School Counselor Legislation

Maximizing Instructional Time Legislation

Testing Coordinator Form

Testing Exceptions Medical Emergencies and/or Conditions Memo

Questions?

EC Updates: Mrs. Slingerland

PD/CWT/CRW Updates:Mrs. Ellis

Beginning Teacher Update: Dr. Lancaster

AIG Update: Mrs. Steed

Highlights of Montgomery County Schools’ AIG Plan Changes 2013-2016:

Standard 1: The LEA’s student identification procedures are clear, equitable and comprehensive and lead towards appropriate educational services.

Establishment of Gifted Identification Teams at each school

Revised AIG Identification Standards: See Academically Intellectually Gifted Placement Chart

Standard 2: The LEA employs challenging, rigorous curriculum and instruction K-12 to accommodate a range of academic, intellectual, social and emotional needs of gifted learners.

Differentiation provided in classroom based on student data (PDSA, PA, formative, summative, interest and learning inventories)

Differentiation support in PLCs

Development of AIG wiki with resources

AIG wiki

Increase utilization of AIG resource room

http://aig-differentiation.wikispaces.com/

Standard 3: The LEA recruits and retains highly qualified professionals and provides relevant and effective professional development concerning the needs of gifted learners that is ongoing and comprehensive.

Differentiation training specific to AIG

AIG licensure offered through UNCP/RESA

Montgomery County Schools’ AIG Endorsement (online training)

PD aligned with state/national standards/21st learning standards

Standard 4: The LEA provides an array of K-12 programs and services by the total school community to meet the diverse academic, intellectual and social needs of gifted learners

Utilization of differentiated instruction framework

Cluster grouping (4th and 5th)

Accelerated classes ( Honors) (Middle school), English Language Arts, Math

Self-selected classes (High school), Honors, Advanced Placement, North Carolina Virtual Public Schools, North Carolina School of Science and Math, Apex

DEP- Project of choice

Enrichment/Intervention block/Clubs (Elementary)

Enrichment Opportunities- Governor’s School, Enrichment Block (Elementary), Clubs, Science Fair, Spelling Bee, Battle of the Books

Standard 5: The LEA ensures ongoing and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships

Involve AIG Advisory Board in continuous improvement process

Formation of Gifted Student Advisory (middle and high)

Standard 6: The LEA implements, monitors, and evaluates the local AIG program and plan to ensure that all programs and services are effective in meeting the academic, intellectual, social and emotional needs of gifted learners.

Monitoring of the plan by AIG Board/Curriculum Team

Utilization of multiple forms of data to drive continuous improvement of the program

Next Steps

Schools identify gifted identification teams

Collaborate with teachers to generate new DEPS the first week of school

Schedule time to meet with SITs or faculty members to inform all about new plan

Training for East Middle/West Middle teachers of accelerated classes afternoon of August 22nd

1st endorsement class online by mid September

Schedule professional development PLCS on differentiation

Back to School Rally Updates: Mrs. Jones

Join us for our

3rd AnnualBack to School Rally

Saturday, August 17, 201310:00 am

West Montgomery High School

Instructional Expectations:Learning Team

INSTRUCTIONAL EXPECTATIONS

Elementary School

Middle School

High School

Classroom Mission & Norms Posted



PLC Norms Posted

PLC Norms Posted

PLC Norms Posted

Daily Expectations:

Outline of activities during class (including homework, warm-up) (posted) Teacher acts as facilitator Students engaged

Daily Expectations:


Daily Expectations:


Learning Target or “I Can” statement (aligned to Curriculum Map)



Common Core/Essential Standards (posted) in the lesson plan and instructional delivery



120-minute Literacy Block:

See Balanced Literacy Model found here Resources found here

Daily schedule that incorporates Balanced Literacy reading strategies in ALL classes including but not limited to:

Reading and Writing Across the Curriculum Use of Marzano’s High Yield Instructional Strategies Writing daily in ALL classes Differentiated instruction in ALL classrooms Interactive teacher read aloud strategies Integrated writing practices Student conferencing Word study Comprehension strategies Essential Vocabulary posted (minimum 10 words per week using Marzano’s Background Knowledge)

Reading and Writing Across the Curriculum in ALL classes including but not limited to:

Use of Marzano’s High Yield Instructional Strategies Writing daily in ALL classes Differentiated instruction in ALL classrooms Additional text and resources as part of course syllabi Analysis of content specific reading material Interactive teacher read aloud strategies Student conferencing Word Study Comprehension strategies Essential Vocabulary posted (minimum 10 words per week using Marzano’s Background Knowledge)

Math Block that incorporates inquiry, problem based lessons and the eight (8) mathematical practices:

Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning





Insert Strategy

!= I like it?= Please

clarify>= Add

this here/= Take this

out

Add comments as needed

Questions?

Plus / Delta

career and college readiness it’s our job.. leadership academy 2013 dale ellis

Documents

setting high expectations

high fidelity

high school education

low expectations

victimizing kids

apple continuedmy job

steve jobs

poor performance